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Introduction to the Simulations Discuss the underlying theory before introducing the simulations About 10 to 20 minutes Explain key information contained on the opening screen and other practical facts, e.g. difference between limit and market orders, actual versus target level of positions.

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Simulation type: stand-alone vs. network A stand-alone simulation means that students are interacting only with the software itself. A network simulation allows students to interact among themselves and participate in the market influencing share price fluctuations

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Familiarising with the Trading Simulations It is advisable to provide students a reasonable time to familiarise themselves with the software 30-minute stand-alone session Students were encouraged to repeatedly operate the stand-alone session To establish students confidence in trading and fostered their engagement in learning

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Trading Guides Students can become overwhelmed by the information contained on the trading screen. Provide trading guides before the start of the simulation. Students were encouraged to keep record of their activities using the guides.

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Post-simulation Evaluation To ensure that the students learned from the trading simulation Display the Leader Board after each trading simulation and discuss with students

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Length of the Simulation Ideal length of the simulation: 2 - 3 hours Allows students a reasonable duration to understand the mechanism and familiarise themselves with the system before the simulation begins.

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Student Engagement Cardiff Business School Tutor 1: Lack of assessment, students did not take them as seriously Tutor 2: 20% assessment to ensure students are learning, positive feedback from students Winchester Business School Students engaged when they knew that it formed part of the assessment activities

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Technical Support Technical breakdown during the simulation session could be a dysfunctional learning experience for students It is important to receive good and timely support from the software providers and universitys technical support team

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Possible Improvements Pre-simulation check Support from the software provider Community of practice Variety of trading software Continuing development workshop

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Pre-simulation Check Before operating the simulation for the purpose of assessment: tutors are encouraged to make the universitys technical team aware of the session to check the computer system and network

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Support from the Software Provider Before the assessment: Contact the software providers technical team Online software: subject to the stability of the providers server

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Community of Practice Community of finance-related simulations users in UK higher education Information sharing Mutual-benefits Self-support group New technology

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Variety of Simulations Software Trading simulations is becoming a trend for teaching finance modules To encourage the practice of using simulation More trading simulation packages

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Continuing Development Workshop Trading simulation: an effective way to encourage students engagement Practical aspect: challenging, complex of software design and unpredictable technical problems Attending workshops: improve the learning and teaching of using the simulations

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Conclusion Benefits of the trading simulation: very helpful in stimulating students engagement in learning enhancing employability of students improving students satisfaction increasing academic performance useful tool in bridging the gap between theory and practice

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Conclusion Research limitations: Two case studies One type of simulation software Recommendations: More case studies Other simulations Cross-country comparison